Este é um estudo epistemológico sobre o conceito de comunicação, que se utiliza de orientações filosóficas como aporte teórico. Porém, a tessitura desta proposta é trama emaranhada. É tecido que se umedece com líquido de subjetividade. Nos estudos convencionais sobre comunicação, o estatuto ontológico do ser nunca teve muito espaço. Prefere-se estudar \"talhas\" na comunicação, como a recepção, a mediação, os processos, os meios. Este é o ponto de partida do nosso trabalho: enveredar uma pesquisa da comunicação que \"acontece\" no ser - o acontecimento comunicacional. E como a noção de acontecimento trabalhada na tese é distinta da concepção compreendida a partir do senso comum ou mesmo da mídia, esse tipo de estudo requisita um procedimento distinto de trabalho. Esse procedimento é o Metáporo: uma proposta prático-descritiva que exige uma postura científica modificada, pois considera as afetações no ser (do acontecimento), e, neste trabalho, em conjunto com as afetações do ser (da pesquisa). Por isso, o olhar do pesquisador conta. Não para subtrair da observação o que interessa, e sim compor com ela. Mas como é preciso considerar o aspecto incapturável do acontecimento, a aposta do Metáporo é pela sua descrição. \"Ter a experiência no próprio corpo e dela extrair descrições, relatos, exposições, textos, transformar o vivido em depoimento, em testemunho vivencial\". E como o solo de nossa observação deita o olhar sobre as experiências de ensino, e porque uma experiência de ensino é elasticidade do ser, nossa proposta, além da discussão epistemológica, inclui relatos autobiográficos. Narrativas que possam permitir uma contiguidade de fruição. Tessitura de tramas elásticas cuja intenção primeira é dar passagens às vibrações de pensamento pela porosidade do texto. / This is an epistemological study on the communication concept, which makes use of philosophical orientations as a technical contribution. However, the fabric of this proposal is a tangled web. It is a tissue which dampens itself in the liquid of subjectivity. In conventional studies on communication, the being\'s ontological status has never had much space. One would prefer to study the \"carvings\" in communication, such as reception, mediation, processes, or media. This is the starting point of our work: engaging a communication research which \"happens\" in the being self - the communicational event. And as the notion of event developed on this thesis differs from the conception as it is understood by common sense or even by the media, this kind of study requires a different work procedure. This procedure is the Metaporo: a practical-descriptive proposal which demands a modified scientific attitude, as it takes into account affectations on the being (of the event), and, in this study, along with affectations of the being (of the research). Therefore, the researcher\'s look counts. Not in a way to subtract from the observation what is interesting, but to compose with it. But, as it is necessary to take into account the incomprehensive aspect of the event, the Metaporo wagers on its description. \"To experience something within its own body and from it extract descriptions, reports, expositions, texts, to transform what has been experienced into statements, into life experience testimonies\". And as the ground of our observation lies on teaching experiences, and because teaching experience is the being\'s resilience, our proposal, in addition to the epistemological discussion, includes autobiographical reports. Narratives that may enable a contiguity of fruition. An elastic web tissue whose first intention is to allow access to the thinking vibrations by the porosity of the text.

Le rapprochement du Waste Land de T. S. Eliot et de la Kasidah de R. F. Burton produit une théorie littéraire. Cette théorie est fondée sur le principe de l'Unité de la Conscience (Wahdat al Wayy) d'après l'exégèse d'Ibn Arabi (Wahdat al Wujud et Wahdat al Adyân). Elle postule également que toute vie n'est qu'un courant de conscience. L'action est une forme d'écriture de la conscience dans le monde, et l'expérience vécue est une forme d'écriture du monde dans la conscience. Or l'expression de la conscience en perspective est un invariant profond des littératures, qui relie The Waste Land et The Kasidah mais également Al Aaraaf de Poe, le Voyage de Baudelaire, le Testament de Villon ou encore le Canto Notturno de Leopardi. Un autre invariant, fondé par le précédent, est l'invariant de la gâtine, que l'on peut résumer par le mythe de l'Ortolano Eterno : Homo : locatus est, damnatus est, humatus est, renatus est : in Horto. Or la Septième sourate du Coran est une expression notable de l'invariant de la gâtine. Ainsi comme il existe une cartographie dynamique des connexions cérébrales, la connectomique, il existe une connectomique des littératures et une biologie des littératures. Une partie du corps calleux des littératures, le faisceau de connexions directes entre Orient et Occident, est la "chaîne de la gâtine", un linéament de textes qui se fascinent pour l'interaction entre le monde et la conscience. Concernant Eliot, ses influences soufies directes vont de Omar Khayyam à Guénon ou Schuon, et ses influences indirectes relèvent de l'influence soufie sur les troubadours. Eliot influence lui-même la poésie de l'aire musulmane depuis au moins 1950. / Connecting T. S. Eliot's Waste Land to R. F. Burton's Kasidah produces a literary theory. The founding principle of this theory is the Unity of Consciousness (Wahdat al Wayy), after the exegesis of Ibn Arabi (Wahdat al Wujud and Wahdat al Adyan). It also postulates that any life is but a stream of consciousness. Action is thus the way by which consciousness writes in the world, and experience is the way the world writes in consciousness. The expression of consciousness in perspective is in turn a profound literary invariant, connecting The Waste Land and The Kasidah but also Poe's Al Aaraaf, Baudelaire's Voyage, Villon's Testament or Leopardi's Canto Notturno. Another invariant, based on the precedent, is the invariant of the wasteland, which can be summed up by the myth of the Ortolano Eterno : Homo : locatus est, damnatus est, humatus est, renatus est : in Horto. Now the seventh surah of the Quran is a notable expression of the invariant of the wasteland. In the same way that there is a connectomics of the human brain, there is a connectomics and also a biology of literatures. A sample of its corpus callosum, connecting the Western and Eastern literatures, is the "chain of the wasteland", a lineament of texts which leitmotiv is the interaction between consciousness and the world. Regarding Eliot his direct sufi influences range from Omar Khayyam to Guénon and Schuon, and his indirect ones regard the known sufi influence over the troubadours. In turn Eliot has been influencing the contemporary poetry of the muslim area since at least 1950.

Doctor of Philosophy / The current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)

本研究主要目的為發展一套有系統、適合用來甄選壽險推銷員的傳記式問卷，並進一步探討該問卷的信度以及其對於壽險推銷員表現的同時效度。 本研究之傳記式問卷共計十個向度，研究者以此為預測變項，探討本問卷與壽險業務員表現的關係。其中，以職等、任期、個人所得、保單成交件數、離職傾向、公司認同及工作滿意七個效標來代表業務員的表現。 本研究正式施測人數713人，有效樣本686人，其中，任期超過一年者390人，為本研究之效度分析樣本。結果顯示，本研究所編製之傳記式問卷內部一致性信度約為.6左右(N=686)，再測信度則約為 .8 (N = 31) 。同時效度方面，以職等、任期、個人所得、保單成交件數、離職傾向、公司認同及工作滿意七個效標，針對北南不同地區業務員，分別求取其迴歸係數。就北部地區而言(N=268)，效度係數中數為.45 ；就南部地區而言(N=132)，效度係數中數為.44。最後研究者提出本研究之限制，與學術研究及實務應用之建議。 / Although biographical information have been shown to be valid predictorsin selection,they have rarely been used in Taiwan, especially in practical field. Toward this end, 713 life insurance salesmen were asked to fill in the biographical inventory to provide personal life history data and 7 easures of the salesmen's performance (tenure,job level, earnings, the number of dealing, intent to leave, identification with the company, and job satisfaction)and 686 were valid. Totlally there are 101 items which can be divided to ten .dimensions in the inventory. The Cronbach alpha value is about .6 (N=686), and retest reliability is about .8 (N=31). Multiple regression analyses of the the factors scores against each of criterion easures of perfromance yield median correlation of .45 (N=268) for the Nouth Taiwan,and .44 (N=168) for the NorthTaiwan. Regression weights were nterpreted to explain the differentialimportance of the factors to the difference performance. The result of the study were interpreted as contributing to the enhanced understanding ofthe life history antecedents of salesmen's performance.

La mia ricerca, che si avvale degli strumenti della letteratura comparata è basata sul concetto di ‘letteratura mondiale’elaborato da Durisin; egli sostiene la possibilità di portare avanti gli studi sullo sviluppo e sull’influenza elaborati da Bloom Bloom secondo cui la comparazione tra diverse letterature può essere effettuata anche in assenza di relazioni.In tale direzione, la ricerca comparatistica non neccessita di dipendere da un spazio geografico o da un periodo storico specifico. Perciò, il confronto tra Svevo e Yi Sang, tra letteratura italiana e coreana può essere un proficuo tema da affrontare mediante tale approccio ermeneutico, anche se non si dispone di alcuna connessione diretta fra i due autori. L’Intento di questa tesi vuole essere quello di offrire qualche ulteriore elemento di riflessione sul significato storico della presenza di Svevo e Yi Sang nella cultura dei rispettivi paesi nel nostro secolo, sul valore permanentemente vivo della loro sconvolgente scoperta sugli spiragli di speranza che il loro ‘messaggio’ lascia ancora aperti, attraverso il tema della psicanalisi; la scoperta è quella della condizione malata dell’uomo del nostro tempo; e la speranza è una sorta di salvezza che potrebbe venire da una doverosa quanto dolorosa necessità di autoanalisi continua e spietata, che riconduca l’uomo nei limiti di una chiara presa di coscienza del suo essere ‘malato’, sì da disporlo ad una comprensione e gestione critica della realtà, attraverso una perlustrazione attenta della propria interiorità, con/senza infingimenti e autoinganni. / My research, which uses the methods of comparative literature, is based on the concept of ‘world literature’ developed by Durisin; he supports the opportunity to pursue studies on the development and influence developed by Bloom from whom the comparison between different literatures can be done even in the absence of relations. Therefore, the comparison between Italo Svevo and Yi Sang, between Italian and Korean literature can be a fruitful issue to be addressed by this hermeneutical approach, even if there is not any direct connection between two authors. The intent of this thesis will be offered some further reflection on the historical significance of the presence of Svevo and Yi Sang in the culture of their country in this century, on the live value permanently of their shocking discovery (especially in the field of arts), on the ray of hope that their ‘message’ still leaves open, through the theme of psychoanalysis; the discovery is the condition of sick of our time; and the hope is a kind of salvation that could come from a painful duty as the need for continuous and ruthless self, which brings the man within the limits of a clear awareness of the importance of his being ‘sick’, so as to arrange an understanding and management criticism of reality, through a careful patrol of its interior, with/without self pretend.

No description available.

La dépression et l’antidépresseur, phénomènes plus vastes, plus complexes que l’ordre biomédical ne l’entend, répondent à des logiques qui dépassent les seules considérations organiques, corporelles. Certaines recherches montrent d’ailleurs que ces deux entités sont autonomes l'une de l'autre, signifiant que les antidépresseurs sont prescrits pour des raisons indépendantes de la prévalence de problèmes de santé mentale. C’est dans cette optique que, dans ce mémoire, nous examinons les raisons pour lesquelles les individus ont recours aux antidépresseurs suite à une rupture conjugale. C’est à l’aide des récits de huit femmes ayant pris des antidépresseurs suite à une rupture conjugale qu’on a donc investigué les rouages du recours à ces médicaments. À la lumière des résultats, on observe effectivement que la prise d’antidépresseurs semble répondre à une logique qui soit extra–médicale. D’abord par le constat que seules trois d’entres ces huit femmes ont justifié leur prise d’antidépresseurs par la réception d’un diagnostic formel de dépression. Ensuite, par la découverte qu’elle se déploie essentiellement selon une double symbolique au centre duquel prime le lien social. En effet, on a recours aux antidépresseurs suite à une rupture conjugale parce qu’ils sont à la fois l’incarnation d’un lien de confiance avec un être semblable à soi, empathique, le médecin, et le symbole d’un retour à la vie dite ‘normale’ où les manières d’être et d’interagir sont conformes à celles du groupe auquel on s’identifie. On croit que l’importance accordée à la confiance au médecin et à la normalisation quant au recours à l’antidépresseur témoignent du resserrement des liens d’identification propre à l’individualisme contemporain lesquels, en opposition aux grands récits de jadis, sont désormais axés sur une intimité de valeurs et d’objectifs entre semblables. / Depression and antidepressants are far more complex phenomenons than the biomedical order pretends. Some research show that these two entities are independant from one another, meaning that antidepressants are prescribed for reasons independant of mental health problems. In this master’s thesis we examine why individuals have recourse to antidepressants following a relationship break-up; the relationship (marital or not) break-up being a critical situation associated with the prevalence of depression. Eight women who took antidepressants following a relationship break-up were interviewed for this study. The findings show that the recourse to antidepressants appears to respond to a logic that is non-medical. First, by the fact that only three of the eight women interviewed justified their recourse to antidepressants by receiving a diagnosis of depression. Second, by the discovery that these women relied on antidepressants because they are the embodiment of a relationship of trust with someone familiar to themselves, the doctor, and the symbol of a return to a ‘normal’ life.

Cette thèse part du constat que le cadre théorique dont les sciences sociales disposent pour décrire l’expérience de mixité conjugale n’est pas adapté à la mouvance de la situation contemporaine. La plupart des théories qui ont été élaborées pour parler de cette expérience de rencontre se conjuguent sous l’emprise de notions vieillies. En s’intéressant aux trajectoires de mixité conjugale dans le contexte du Maroc, cette thèse contribuera à développer un cadre conceptuel qui reflète la mouvance de la réalité contemporaine et ce, en posant les bases d’un habitus discursif valorisant, ce qui constitue l’originalité principale de ce projet de recherche. À partir d’un terrain ethnographique qui a placé l’anthropologie de l’expérience partagée et les récits d’expérience au cœur de la méthodologie de recherche, cette thèse dresse également un portrait ethnographique de la mixité conjugale au Maroc, ce qui a permis de documenter un sujet encore très peu exploré par les sciences sociales. Dans le cadre de cette thèse, la mixité conjugale a été appréhendée sous l’angle de la métaphore du voyage prolongé de Fernandez (2002), ce qui a contribué à dynamiser le cadre théorique entourant la mixité conjugale. En arrière-fond de cette thèse, une réflexion autour du concept de « home » (le chez-soi) suggère que le projet de construction de soi des individus contemporains qui négocient leur quotidien au croisement de références culturelles différentes (dont font partie les participants de cette recherche) n’est pas nécessairement synonyme de déracinement et de fragmentation, mais qu’il porte l’idée d’attachement et de cohérence. / This thesis is based on the premise that the theoretical framework used by social sciences to describe mixed couples experiences is no longer adapted to contemporary situations of mobility. Most theories that have been developed to describe this experience use concepts that are not adapted to the present. By focusing on the paths taken by mixed couples in the context of Morocco, this thesis will contribute to the development of a conceptual framework reflecting the phenomenon as it exists today. Furthermore, the originality of this project lies mainly in the fact that it offers a habitus discursif valorisant for mixed unions. Based on ethnographic field work that puts narratives of experience at the heart of its research methodology, this thesis also offers an ethnographic portrait of mixed couples in Morocco, a subject that has received little attention from social sciences. Mixed couples have been studied in the framework of this thesis from the angle of Fernandez’s (2002) prolonged travel metaphor, which has contributed to revitalizing the theoretical framework for looking at mixed couples. In the background of this thesis there is a reflection around the concept of « home » whereby the self-creation of contemporary individuals negotiating their daily lives at the crossroads of different cultural references (as is the case for the participants of this research) is not necessarily synonymous with uprooting and fragmentation but rather incorporates ideas of attachment and personal continuity.

Doctor of Philosophy / The current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)

The aim of this study is to explore the adult immigrant students’ experience of maths in Sweden. I will present an understanding rather than an explanation on how second language adult students learn maths. It can be argued that people who study maths as adults in a new homeland and in a foreign language face particular challenges. At the same time research reports that people sometimes approach the subject in a more fruitful way as adults compared to their childhood experiences. I want to contribute to the general knowledge of the subject and furthermore provide improved understanding of how mathematics teachers can guide their students towards their goals.I have performed semi-structured qualitative research interviews. My informants are my own maths students on the basic level with incomplete grades in maths from secondary school, or they have failed in their maths studies in upper secondary school due to a low level of know-ledge. They are over 20 years of age and they are all immigrants and have arrived in Sweden as adults. I have used my students statements, written as narratives as the material which is to be interpreted and understood. Because of my use of my own students in the interview, I will not take into account their statements about the teacher’s role in my conclusion.I find that:1. The difficult experience of being forced to leave the home country, together with a wish to take revenge on the failures from their youth, can lead to a kind of struggle for decom-pensation that can be reflected in the participants' positive evaluation of their maths studies.2. Having a family is a great motivational help for studying regardless of the time it takes to take care of the same.3. The memories of previous failures with the incomprehensible, abstract mathematics characterise the students’ inception of the subject.4. It seems possible that adult students can understand themselves in a new way and redefine their relationship with maths and their own ability to study the subject.